Live blogging: HISD school board retreat, part two

Good morning. Day two of HISD’s school board retreat has just begun. Today is expected to be meatier than yesterday, with nine of Saavedra’s top-level staff here to give presentations or field questions. Catch up on the day one blog here.

I’m told Mr. Punctuality Larry Marshall was ready to start the retreat at 8 a.m., but the meeting posting said the start time was 8:30 a.m. so the board, we’re happy to report, decided to wait and follow the law. No wonder they smiled when I walked in close to 8:30 a.m. They could start.

*Ann Best, HISD’s new deputy superintenent of human talent, whose first day on the job is technically Monday, is presenting on human capital. She said she wants the district to do more individualized recruiting, rather than relying so much on job fairs and casting such a wide net. Also, she said she wants to move from a “data-poor” HR approach to a “data-rich” one.

*The administration has been developing a differentiated compensation strategy. Saavedra has hinted at this before, but the bottom line is he wants to pay the highest-performing teachers significantly more money. Some proposed details: The district would identify the teachers who rank among the top 10 percent of value-added student test data for at least two consecutive years. Those top performers would get a 10 percent salary increase, and they would have the option — Saavedra emphasized this would be a choice — to transfer to a low-performing school and get another 15 percent salary increase. These top teachers also could get even more money if they agree to teach summer school; rather than the usual $25-an-hour rate, they would get 125 percent of their full daily rate of pay. And there’s more: These teachers could choose to serve as master teachers and share their best practices across the district for 15 days, at a rate of $500 per day.

*Mission and vision for human capital, from Best’s PowerPoint (I’ll try to get an electronic copy and post later):

Mission: HISD’s most important resource in helping our students become college- and career-ready is our employees. Our success to move our organization to its next level of achievement depends on our ability to attract and cultivate human capital and provide the support for our employees to excel in their work.

Vision: HISD seeks to create a culture that values employees who are talented, innovative thinkers who are reuslts-oriented; individuals who strive to increase student achievement and revolutionize the field of education. We know that a wise investment in human capital in each individual at every level will yield success for our students.

*On the recruiting strategy, it sounds like Best wants the central HR department to have a bigger central office role in the recruiting process. Basically, the department would take the lead in identifying talent, wherever it is. Best is proposing a pilot where principals would agree to hire some of the centrally recruited teachers.

*Trustee Natasha Kamrani notes that because there is still skepticism about whether the ASPIRE system is actually identifying the top teachers, the district should consider forming a peer review committee for the master teachers, presumably to watch the teachers in action as proof that the data is believable.

*Trustee Diana Davila wants to make sure the district the working to develop good principals as well. What happens, she asked, if one of these high-performing teachers goes to a low-performing school and can’t continue that high performance because of the principal?

*Trustee Paula Harris suggests the principals whose schools are low-performing for a couple of years should have to use HR for recruiting. In other words, it shouldn’t be a choice.

*Trustee Dianne Johnson says the district needs to take responsibility for the fact that some students are stuck with ineffective teachers for a few years in a row, and research shows it can be impossible for some kids to catch up after that pattern. Kamrani adds on later that the district needs to work to help the well intentioned teachers who are not getting results but can’t do this “off the backs of kids.”

*Karen Garza, HISD’s chief academic officer, notes that while she has a list of the teachers in the top 10 percent for two years in a row, she also has a list of those in the bottom 10 percent. The administration is working on developing teams of folks who can go into schools and support principals with their lower-peforming teachers. Another idea on the table is sending the lower-performers to summer school to work with the master teachers. No word on how much the lower-paid teachers would be paid for the summer. Garza also said the district is reviewing its probationary and term contracts with regards to the lower-performers. No details yet.

*On to Lee Vela’s communication presentation:

Vision: HISD will be known for its cohesive communication efforts that disseminate information in an accurate, transparent, honest, strategic and effective way.

Mission: To strengthen support and confidence both internally and externally by providing quality resources and services that advocate the district’s educational goals.

*Vela says he is in the process of forming a public relations advisory committee. He didn’t say how to apply.

*Trustee Paula Harris wants more specifics on the communication plan. What does the district really mean by effective in-bound and out-bound communication?

*Trustee Harvin Moore says he wants less marketing and more two-way communication. The district has public committees, he said, but “many of them don’t feel engaged. They feel like they’re being marketed to.” Moore says he doesn’t want “town hall governance,” but he does want early and real communication.

*The vision statement concerns Trustee Dianne Johnson because it says HISD will “disseminate information.” That doesn’t sound like two-way communication to her. “The schools belong to the people,” she said. (Remember, it’s in her district that many parents are up in arms about the magnet transportation discussion.)

*The board members are back to talking about their TV shows. Manuel Rodriguez Jr. said he wants a TV show that speaks to the Hispanic community, and if someone wants to name it after him, that would be fine.

*Saavedra compliments former press secretary Terry Abbott but says, “Terry became the face of HISD.” Saavedra said the district is trying to move away from having a single spokesperson for the district and putting more faces and voices out there.

*Expect to see more billboards about HISD. Vela, whose previous employer is Clear Channel, has helped secure some good rates.

*HISD’s official dropout rate is 22.1 percent for the class of 2007, according to the federal definition. This means that “22.1 percent of the cohort dropped out at some time during the four year existence of the cohort and did not return to school. This is a total of 2,399 students,” according to HISD’s presentation.

This is the class that began ninth grade in 2003-04.

*That definition is “a student who is enrolled in public school in grades 7-12, but does not return to public school the following fall, is not expelled, does not graduate, receive a GED certificate, continue high school outside the public school system, begin college, or die. Dropouts also include students who are incarcerated, students who enter into health facilities and job certification programs, and students who no longer are eligible for enrollment due to age or residence, or whose whereabouts are unknown.”

*The typical HISD dropout is not an immigrant student but a high percentage of immigrants are dropouts, according to Carla Stevens, who oversees research and accountability in HISD.

*The typical HISD dropout is likely to be:

-Hispanic (66 percent)

-at-risk (64 percent)

-Title I (85 percent)

-overage (62 percent) by an average of 1.6 years (meaning they likely were retained/held back)

-in grade 9 or grade 12 (26 percent and 29 percent, respectively)

-an HISD student for six years

Is less likely to be:

-limited-English proficient (18 percent)

-identified as special education (15 percent)

-identified as an immigrant (7 percent)

-identify as a migrant (less than 1 percent)

Source: HISD research

*The dropout discussion has lit a fire under Saavedra and several trustees. Harvin Moore wants more interventions so students don’t have to be retained in the first place. Natasha Kamrani suggests having a “zero tolerance” approach to dropouts. Dianne Johnson and Manuel Rodriguez Jr. ask why the district spends millions of dollars year after year on programs that aren’t necessarily working.

And Saavedra agrees: “We’ve done a lot of things, but we have not been strategic at this point.” He likes the zero tolerance attitude. “If we decide that no kid leaves the fifth grade over age, we just do it. I do think many times, it is lack of will. It is not that we can’t do it.” And with that, Kamrani throws her arms into the air.

12 Responses

The Five Year Strategic Plan in Springbranch took several months to complete. Focus groups of parents, community, business, teachers, and administrators were convened with trained facilitators. The groups met more than once and ideas evolved. This is an important step and it should be done with planning and inclusion. The plan can be accessed on the Spring Branch website. There needs to be a plan but make sure that the public has input and feels that it is also plan for Houston’s future, our children.

I am concerned about an arbitrary focus on “top 10%” and “bottom 10%.” Not that this is the case, but if 25% of teachers are ineffective and 25% are fabulous, I don’t think only the top and bottom 10% should be recognized/mentored. As a parent, I would much prefer that teachers be evaluated individually, with test scores as a component of the review, but with other factors considered. For example, I have been told that many 3rd grade teachers receive ASPIRE bonuses related to student performance that is at least party based on developmental growth of children in that age group, as well as the structure of testing in HISD (shift from Stanford to TAKS in that age group). I also think that tying compensation to test scores builds in certain incentives and disincentives that may be undesirable, and should at least be considered.

Just my $.02 as we continue to “watch” the Board retreat online thanks to Ericka. Thank you, again, Ericka.

Trust me getting Terry Abbott back or anyone like him would be a BIG mistake. I have seen him in action both from the news reels and up close and personal – and trust me – the last thing HISD needs is anyone like him spinning on your behalf.

Ms. Johnson’s was right on the money re: “disseminating” information. Mr. Abbott was great as “The Dissemenator”; what we need is “The Commnicator” – as in TWO WAY communication.

Now Dr. Saavedra’s comment “the district is trying to move away from having a single spokesperson for the district and putting more faces and voices out there.” is interesting on so many levels. The most important being – based on present and past behavior he does not understand that these voices all represent one organization and that although they do not have to speak with one voice – they all have to have one message. Hence (and yes we are circling back around here) – the need for a – yes – let’s all say it together – a STRATEGIC PLAN!!

All the issues that I can bring to mind that HISD has had of late have not been due to a problem in “dissemanating” information. They can get the information out there – the issue is of course most importantly WHAT they are presenting, how it is presented, and when it is presented (after the fact or prior to any vetting, planning or just good old fashioned thinking).

I don’t have any knowlege of Mr. Vela’s title, tenure or past experience at HISD, BUT if he has been around for any length of time, I would say the past speaks for itself and his vision and mission statement as listed above do not address any of the current needs or issues that face HISD nor do they give any hope that communication and public relations at HISD has any where to go but in its current direction – down down……

“Dianne Johnson and Manuel Rodriguez Jr. ask why the district spends millions of dollars year after year on programs that aren’t necessarily working.” I really appreciate both Trustees asking this question. Here are two follow-up questions I would like the district to answer – What is the total annual cost for the districts drop-out prevention/retention programs – including grant money? What is the per student costs based on current programs for these 2,399 drop-outs?

All children do not want, cannot or will not go to college – Read this again!!

Yes – all should HAVE THE OPPORTUNITY to go to college and HISD should emphasize they can and will if they want to and are motivated to BUT some kids just want to get OUT OF SCHOOL and get a job.

IS HISD preparing them for this world?

Do we have education that allows those students that want to go directly into the work force the ability to do so?

Are we giving them the skill sets, training and support to do this?

Do we have enough training in auto mechanics, auto body, cosmetology, vet tech, secretarial, computer repair, and the list goes on and on?

My choice for public high school was the academic school or the vocational school. It was my choice in conjunction with my family.

Those that took the vocational path actually came out of high school with a trade. They WANTED to graduate because they wanted to go into the work force in the area that they had just been trained in for 2-4 years. Work release programs allowed them to work side by side with those that went before them and they saw the kinds of lives, homes and families they could have with their training and diploma.

Give the students the education that will do them the most good. We all know the world is changing and in the professional work force that a college education is the new high school education – BUT that does not change the fact that some students – could it possibly be 22% – don’t want to go to college – maybe they want to build homes, own their own auto repair shop or hair salon.

Instead of dragging these kids back to school – why not start fresh and KEEP THEM IN SCHOOL? Talk to your teachers, your principals, your counselors. Ask them what would motivate these kids to get up and come to school and what is it that pushes them away – what are their challenges…

Communicate with the resources you have in place. An auto body magnet? A cosmetology magnet? If HSPVA can prepare their students for some of the best colleges in the country AND those same students dance, play music or make art for 3+ hours a day while in high school – there is no reason HISD cannot do the same for other professions. Put these magnets all over the district, get good administrators and the community involved for teachers and work release partners.

Support the kids where they are and where they want to go – not someone’s “vision” of where they should be or should go….

VISION – HISD will be known for its cohesive communication efforts that disseminate information in an accurate, transparent, honest, strategic and effective way.’

MISSION SO FAR:

Cum-by-ya my lord cum-by-ya; oh lord cum-by-ya. It’s like the song, everyone talks but nobody listens so nothing gets done. Until the parent advisory board is actually used in the function it was suppose to the rhetoric will never change.

I just purchased a book Sixty Hikes within Sixty Miles of Houston. It looks great. It’s a 2008 publication and that is positive because I have not see any new books on hiking or biking or anything nature-related for the Houston area for a long time. I would recommend it to anyone–teacher, administator or bored member–though I have not taken the hikes yet. I certainly plan to start tommorrow. I did a little work tonight as a teacher but feel everyone needs some time out in nature. Its hard to find that in Houston. I live too close to the chemical plants in southeast Houston so I guess all of us down here worry about that and its not the best advertisement for the outdoors. Anyway, I would recommend this book as a great new find. I am surprised sometimes at how few books there are about nature in the Houston area. I guess Mickey Little has published a few, but nobody else…I mean its surprising considering its one of the largest cities in the nation and Texas as a whole is one terrific nature center, but Houston doesn’t display that. The Sixty Hikes book is written by Laurie Roddy and published by Menesha Ridge Press, which I have not heard of before, but it is definitely a public service to do something like that. It doesn’t have a lot of pictures, only a few, but they are good ones, and you really get the picture in any case, the directions are good. For each hiking trail, it tells you if it is an easy trail, a moderate trail or a difficult one. I really like that. I guess I am bringing this up because isn’t this really the best time of the year for Houston, yes a little cold, but nice with a sweater or a light jacket. My belated new year’s resolution is to do all sixty hikes before 2010. I won’t feel bad if I do at least thirty of them this calenar year. I will provide a better review once I have read through this fine little book, which by the way is endorsed by the American Hiking Society and I don’t know who they are but they sound like a really good organization, like the Quakers or the E Street Band. I see what the school board is doing, giving their extra time, building that team effort, so we can get it straight, do our jobs right, so I want to give back too. I figured I would provide this tiny contribution, since it takes a long time for a book like this to get known. Again, its 60 Hikes within 60 Miles, by Laurie Roddy. I bought it off Amazon.com, I have not checked the local bookstores yet; sometimes they have things like this, sometimes they don’t.

When the the discussion revolves around top teachers and paying top teachers more, keep in mind this is only “core” teachers. “Core” teachers are those who choose to teach english, math, science, social studies. We have many top teachers in art, music, and foreign languages who are not eligible for the top bonuses. Students also receive great benefit from librarians who work with individual students, classes, and assist teachers to do their best. These individuals would never be eligible to receive money from the Aspire program like the top “core” teachers. A good librarian can have significant impact on student achievement. There are national studies to back this. Yet librarians are not eligible for the higher bonuses because they are not core. In my mind this is a considerable flaw in the existing system.

Regarding the bonuses paid to the top levels of administration, I am opposed to this level of bonus being paid out. Our country has had an ecomnomic wakeup call. We have seen evidence of obscene amounts of money being paid to “Wall Street” CEO”S. $75,000 is only mildly obscene but it is still offensive. A more reasonable bonus would be no more than the highest principal bonus. Top level HISD administration is well compensated. The bonus is extravangant.

Political talking points. That is all this is. At what point will those who are actually affected by these top-level executive decisions have a say in all of this? I do not care about making $100,00 a year; I just want to teach effectively without having administrators telling me I have to teach TAKS prep all the time! If you do not teach TAKS prep in your classroom, you are considered “insurbordinate.”

This same “compensatory level” of paying teachers has been tried by TFA politico Michelle Rhee in Washington, D,C. Did it work? Personally, I thought HISD was to answer to the public, not the TFA organization or any other political affiliation.

The ASPIRE system is so convoluted, complicated, and never explains how numbers are actually calculated. Maybe the Chronicle needs to have their own survey polling teachers on whether they really understand the system. Does the public know that teacher bonuses are tied to how their building principal codes them? I have no problem with rewards for a job well done, however, not by central administration who have no idea what is occurring at the campus level. They are getting ready to slash and burn effective educators due to a fatally flawed system. Most of us know the true reason for ASPIRE was to benefit those already making exhorbitant salaries off the backs of students and essential workers. Corporate greed at best. However, there is nothing we can do. Neither the school board nor the bureaucrats will listen and the unions continue to fight the wrong things. So maybe Mr. Vela should place billboards stating “We messed up so now we need to hire thousands of teachers for 2009-2010.”

For those of you who think this is such a great plan, be careful what you wish for. Ever since the district has so graciously increased our salaries each year, more specifically, starting pay, the demands have increased ten fold, most of which do not concern actual teaching. Imagine what demands will be placed upon those who accept this level of greed. I, for one, will not welcome a master TAKS drill and kill preparer into my classroom and “show” me how to teach to the test. I did not go into education to make a huge salary and live comfortably with the one I am making now. I base my professional development on leading researchers such as Marzano, Dufour, Alexander, Comer, Garcia, and others who have specialized in determining how best to instruct students for academic success. I do not need dollar signs flashed before my eyes to motivate me to do the best job I can. My students are my motivation and it is my responsibility to educate them so our democratic society may continue to flourish. Productive citizens are far more important to me than TAKS scores or inflated salaries.

If the board passes such a measure, I will take my passion for teaching elsewhere. I will not sell my educator’s soul to corporate policies or else I would work in the private sector. This whole scheme is immoral.

You couldn’t haven’t stated it better. I totally agree with your blog and hope that more educators, administrators, and parents listen to you. The ASPIRE and EVAS programs could be a great tracker if they used realistic numbers such as students grades throughout the year and all the hours teachers spend with students and not just required class hours (such as time a teachers spends before, during off time, and after school working with students).

As for TAKS, the test should be thrown out and Stanford shouldn’t even be used in the equation for ASPIRE because it is not state mandated. However, I do believe it is a good tool to track a child’s achievement wihtout having a reward attached. As you stated teachers do teach to TAKS but to further that statement they also teach to Stanford. Futhermore,you are correct when you state that teachers don’t want to but are driven to by administrators. Many parents are not aware of this but I was fortunate enough to see if firsthand.

There does need to be some form of accountability and at this point I don’t know the solution. Whenever there is money tied into a system that is already pleading poverty someone is made the scapegoat and unfortunately it is always the teachers.

Thank you, Ericka, for helping to keep the community informed, and opening up a forum to discuss the necessity for strategic planning within HISD. Historically, there have been too many agendas and no cohesive plan among trustees and the superintendent. I sincerely hope that the district is open to real parent engagement as they try to improve schools district wide.